Studies show that synchronizing movements with others encourages a collective social identity, leading to increased cooperation within a group. The current study investigated whether movement synchrony impacts social categorization and cooperation across intergroup boundaries. Two 3-person groups were brought together under movement synchrony conditions designed to emphasize different social categorizations of the aggregate: all individuals moved to the same beat, each minimal group moved to a different beat, or each individual moved to a different beat. Results demonstrate that movement synchrony influenced social categorization and cooperation across intergroup boundaries. Implications for approaches to intergroup relations using movement synchrony are noted.

Reconnecting Indigenous youth with their cultural traditions has been identified as an essential part of healing the intergenerational effects of forced assimilation policies. Past work suggests that learning the music of one's culture can foster cultural identity and community bonding, which may serve as protective factors for well-being. An 8-week traditional song and dance program was implemented in a school setting for Indigenous youth. An evaluation was conducted using a mixed-method design to determine the impact of the program on 35 youth in the community. A triangulation of qualitative and quantitative data revealed several important themes, including personal development, cultural development, social development, student engagement in school-based programming, and perpetuating cultural knowledge. The program provided students with an opportunity to connect with their cultural traditions through activities that encouraged self and cultural expression. Community responses suggested that this type of programming is highly valued among Indigenous communities.

Previous research involving preschool children and adults suggests that moving in synchrony with others can foster cooperation. Song provides a rich oscillatory framework that supports synchronous movement and may thus be considered a powerful agent of positive social relations. In the current study, we assessed this hypothesis in a group of primary-school aged children with diverse ethnic and socioeconomic backgrounds. Children participated in one of three activity conditions: group singing, group art, or competitive games. They were then asked to play a prisoner’s dilemma game as a measure of cooperation. Results showed that children who engaged in group singing were more cooperative than children who engaged in group art or competitive games.

Objectives: Parkinson's disease (PD) is a neurodegenerative disease leading to motor impairments and dystonia across diverse muscle groups including vocal muscles. The vocal production challenges associated with PD have received considerably less research attention than the primary gross motor symptoms of the disease despite having a substantial effect on quality of life. Increasingly, people living with PD are discovering group singing as an asset-based approach to community building that is purported to strengthen vocal muscles and improve vocal quality.

Study design/methods: The present study investigated the impact of community choir on vocal production in people living with PD across two sites. Prior to and immediately following a 12-week community choir at each site, vocal testing included a range of vocal-acoustic measures, including lowest and highest achievable pitch, duration of phonation, loudness, jitter, and shimmer.

Results: Results showed that group singing significantly improved some, though not all, measures of vocal production. Group singing improved lowest pitch (both groups), duration (both groups), intensity (one group), and jitter (one group) and shimmer (both groups).

Conclusions: These findings support community choir as a feasible and scalable complementary approach to managing vocal production challenges associated with PD.

Objectives:

Children who use cochlear implants (CIs) have characteristic pitch processing deficits leading to impairments in music perception and in understanding emotional intention in spoken language. Music training for normal-hearing children has previously been shown to benefit perception of emotional prosody. The purpose of the present study was to assess whether deaf children who use CIs obtain similar benefits from music training. We hypothesized that music training would lead to gains in auditory processing and that these gains would transfer to emotional speech prosody perception.

Design:

Study participants were 18 child CI users (ages 6 to 15). Participants received either 6 months of music training (i.e., individualized piano lessons) or 6 months of visual art training (i.e., individualized painting lessons). Measures of music perception and emotional speech prosody perception were obtained pre-, mid-, and post-training. The Montreal Battery for Evaluation of Musical Abilities was used to measure five different aspects of music perception (scale, contour, interval, rhythm, and incidental memory). The emotional speech prosody task required participants to identify the emotional intention of a semantically neutral sentence under audio-only and audiovisual conditions.

Results:

Music training led to improved performance on tasks requiring the discrimination of melodic contour and rhythm, as well as incidental memory for melodies. These improvements were predominantly found from mid- to post-training. Critically, music training also improved emotional speech prosody perception. Music training was most advantageous in audio-only conditions. Art training did not lead to the same improvements.

Conclusions:

Music training can lead to improvements in perception of music and emotional speech prosody, and thus may be an effective supplementary technique for supporting auditory rehabilitation following cochlear implantation.

Group singing elevates mood, increases social bonding, and regulates stress. However, the question remains as to how much of the singer’s mood-boost is derived from social aspects of group singing and how much can be achieved through singing alone. In the current study, we adopted a sociobiological approach to investigate the underpinnings of the mood-boosting effect of singing. Using a within-subjects design, self-report mood, salivary oxytocin, and salivary cortisol were assessed before and after group and individual singing conditions. This study uncovered several important findings: group singing elevated mood, whereas individual singing did not. Importantly, although both group and individual singing led to decreases in cortisol, only group singing led to increases in oxytocin. Further analysis revealed that oxytocin, but not cortisol, significantly correlated with mood. These findings suggest that the mood-boosting effect of singing is likely due to social aspects and is influenced by changes in oxytocin.